Catherine Gewertz - Education Week · Catherine Gewertz ... NE | Washington, DC 20002 | T 202.442.5885 | F 202.442.5026 ... Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 . Close Reading Modules

Catherine Gewertz Series author and lead common-core reporter, Education Week Follow Catherine on Twitter: @cgewertz

A Steep Climb: One Classroom’s Journey Into the Common-Core English/Language Arts Standards

Brian Pick, chief of the teaching and learning office, District of Columbia Public Schools Dowan McNair-Lee, 8th grade English/language arts teacher and department chair, Stuart-Hobson Middle School, District of Columbia

Expert Presenters:

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District of Columbia Public Schools | 1200 First Street, NE | Washington, DC 20002 | T 202.442.5885 | F 202.442.5026 | dcps.dc.gov

Common Core Implementation in DC Public Schools

August 2013

DCPS Overview

45,000 Students

4,000 Teachers

113 Instructional Coaches

49.5% of students proficient on the 2013 Math DC CAS

47.4% of students proficient on the 2013 Reading DC CAS

6 District of Columbia Public Schools | August 21, 2013

DCPS Common Core Implementation

Guiding Principles for Common Core Implementation

• Fully support a few key priorities • Thoughtful implementation

Focus

• Student experience (PS-12 and Ward-to-Ward) • Structures, supports, and resources

Alignment

• Raise the floor without creating a ceiling

Quality / Unleashing Greatness



Embedding the CCSS in our Work: The DCPS Teaching & Learning Framework



Common Core Rollout Across the Framework

9

Close Reading Modules

Unit Overviews

Scope and Sequence Learning

Cycles

Data Cycles

Paced Interims

Instructional Coaches

District-Wide PD

District of Columbia Public Schools | August 21, 2013


Common Core-Aligned Curriculum



DCPS’ Curriculum Strategy



11

Scope and Sequence Documents

Units of Study

Resources

Unit Assessments

Fundations

CCSS Units and Texts

Morphology Curriculum

Guided Reading Launch Guided Reading Libraries

EBSCO Anchor Texts

and Document Cameras

Writing Curriculum Writing PD

Common Core ELA Resources

SY11–12 SY13–14 SY12–13

Resources by Year


District of Columbia Public Schools | August 21, 2013 12

Curricular Materials Overview



Scope and Sequence

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5

Close Reading Modules

Connections to the Core (1/3): Scope and Sequence

Themes at each grade level that reflect social studies and science content

Many standards appear in every unit:

Thoughtful placement of remaining standards

Alignment of standards in grade bands



Connections to the Core (2/3): Unit Overviews

Combination of informational text and literature in each unit

Wide range of complex texts

Focus on academic language (Tier 2 words)

Focus on evidence-based response writing



Based on a complex “anchor text” from unit overview

Builds toward one culminating question - evidence based writing

A focus on reading closely and deeply: multiple rereads for different purposes across multiple class periods

Text-dependent questions at multiple levels that build to key understandings

Tier 2 target words and daily follow-up activities

Multiple opportunities for students to actively engage in reading, writing, speaking and listening



Connections to the Core (3/3): Close Reading Modules

Common Core-Aligned Professional Development



The Cycle of PD Through the Instructional Window

18

Unit 1

PD Day 1

AM: Data Cycle

PM: Literacy Shift

Collaborative Learning Cycle

Unit 2

PD Day 2

AM: Data Cycle

PM: Math Shift

Unit 3

• A “deep dive” on topics launched on PD day

• Led by a coach for 6-8 teachers



Secondary ELA District-Wide PD Roadmap, 2011-2013

19

Summer PD Day #1 PD Day #2 PD Day #3 PD Day #4

2011

-201

2

Text Matters: Complex Text and the Common Core Shared

Reading

Differentiated Reading

Vocabulary Development

Analyzing Text Evidence-based Responses

2012

-201

3 Planning with

Complex Text Close Reading Modules and Student Evidence Based Responses

Module-Based Data Analysis: Student work as teaching & learning tool

Gradual Release: Moving towards Independence with Complex Text



Instructional Coaching and PD Best Practices

includes active learning experiences for teachers, such as planning, discussing, and practicing

is job-embedded

connects to a framework or curriculum

Professional Development is most effective when it :

Selected research: NSDC Technical Report, 2010; Loucks-Horsley, Hewson, Love & Stiles, 1998; Porter, Garet, Desimone, Yoon, & Birman, 2000; AERA, 2005; Ancess, 2000; Borko, 2004; Wood & Killian, 1998; Wood and McQuarrie, 1999; Joyce & Showers, 1995; Corcoran, 1995

is sustained over time

includes follow-up

is specific and intensive

fosters collaboration



Collaborative Learning Cycles At a Glance

Focus on the Common Core State Standards in ELA and the instructional practices that best support them

Address key ideas taught on PD Days

Intensive cohort-based learning experience designed to foster collaboration and develop teacher capacity

Includes weekly cohort meetings, classroom support, and debriefs



21

Learning Cycles Survey: Responses of 900+ Teachers

50.5%

33.0%

11.0%

3.6% 1.6% 0%

10%

20%

30%

40%

50%

60%

5 4 3 2 1

On a scale of 1-5, how effective was the Learning Cycle in improving my

teaching?

44.7%

35.0%

13.8%

4.6% 4.5%

0%

10%

20%

30%

40%

50%

60%

5 4 3 2 1

On a scale of 1-5, how effective was the Learning Cycle in improving my

students' learning?

Over 80% of responders agree or strongly agree the Learning Cycle has improved their teaching and student learning (scoring it a 4 or 5)



Common Core-Aligned Assessments



An Assessment for Each Instructional Window


IW 1 IW 2 IW 4 IW 5 IW 3 PIA 1

PIA 2

PIA 5*

DC CAS

PIA 3


24

*Note: the final PIA is PIA 5, to align with the name of the Instructional Window

SY 2012-13 Interim Assessment Results (1/2)

25

65%

86%

58% 67%

77% 80%

60%

78% 74%

88%

52%

37%

55%

70%

55%

72%

49%

0%

25%

50%

75%

100%

380 (#1)

430L (#3)

590L (#2)

690L / 620L (#4)

420 (#1)

530L (#3)

570L (#3)

620L (#2)

690L / 700L (#4)

800L (#2)

540 (#1)

650L (#2)

730L / 860L (#4)

880L (#3)

760 (#1)

800L (#2)

980L / 910L (#4)

Grade 2 Grade 3 Grade 4 Grade 5

Aver

age

% C

orre

ct

Lexile (PIA #)

Literary Text Performance by Lexile Level for Students Proficient on TRC (PIA/ANET 1–4, Stds. 1 and 2)



SY 2012-13 Interim Assessment Results (2/2)

26

69% 66% 63% 73% 70% 66%

57% 56% 50%

63% 53% 53%

0%

25%

50%

75%

100%

Key

Idea

s & D

etai

ls

Craf

t & S

truc

ture

Inte

grat

ion

of

Know

ledg

e &

Idea

s

Key

Idea

s & D

etai

ls

Craf

t & S

truc

ture

Inte

grat

ion

of

Know

ledg

e &

Idea

s

Key

Idea

s & D

etai

ls

Craf

t & S

truc

ture

Inte

grat

ion

of

Know

ledg

e &

Idea

s

Key

Idea

s & D

etai

ls

Craf

t & S

truc

ture

Inte

grat

ion

of

Know

ledg

e &

Idea

s

Grade 2 Grade 3 Grade 4 Grade 5

Avg.

% C

orre

ct

Strand (Key Ideas: Stds 1–3, C&S: Stds 4–6, IK&I: Stds 7–9)

Performance on Literature Text by Content Strand for Students Proficient on TRC (PIA/ANET #1–4)



What’s next for DCPS ?

Looking Ahead


School Year 2013–2014


27

Four Focus Areas to Increase Literacy Achievement



2 1 3 4 Phonics &

Word Morphology

Close Reading Small Group

Literacy Instruction

Writing

Elementary Focus Areas Secondary Focus Area

Aligned Professional Development

29

Teachers

School Leadership

Instructional Coaches

Close Reading

Small Group Literacy

Instruction

Phonics & Word Morphology

Focus Area Audience Professional Development

Leadership Academies

Cluster Meetings

District-Wide PD

Collaborative Learning Cycles

Teacher Institutes

Academic Leadership Team Meetings

Coach Training



Writing

Aligning Assessments to Focus Areas

30

Focus Areas

Phonics & Word Morphology

Close Reading

Small Group Literacy Instruction

DIBELS

PIA

TRC

Aligned Formative Assessment

Writing Student Work Samples



Putting it All Together: SY13–14 Calendar


October 2013 Monday Tuesday Wednesday Thursday Friday

1 2 3 4

7 8 9 10 11

14 15 16 17 18

21 22 23 24 25

28 29 30 31

PIA 1 Window

PIA 1 Window

Teacher Institutes

Instructional window 2 begins Learning cycle 2

begins

PD Day 1 Columbus Day

No School

Instructional Coach Training Leadership Academy

Academic Leadership Team Trainings (by focus area)


Putting the Common Core Standards In

English/Language Arts Into Practice:

One Teacher’s Experience

The Class of 2013 This group was a mixed bag of ability and motivation.

I looped with the students from 7th to 8th grade.

They required more external motivation to be successful.

Common Core Implementation Initial implementation of the Common Core Standards

was difficult.

SY 2012-2013 was a smoother transition but not without its share of headaches.

Key changes in our building made it easier to facilitate learning.

Scope and Sequence I was familiar with the 8th grade scope and sequence

prior to SY 2012-13.

The scope and sequence for 8th grade during SY 2012-13 gave a guideline

It was also a good tool to use with parents.

Units • My co-teacher and I would take a look at the units and

take the time to figure out what the timing would look like according to our school calendar.

• Then we would look at the standards and kind of establish our own power standards and secondary standards based on our kids’ assessment

• We would then look at the suggested summative assessment and modify it and create further modifications if needed for our students with special needs.

Close Reading So I became involved in the article because of my attendance

at a conference during SY 2011-12

I was one of two teachers in the room and we both were struck because no one in the room seemed to have a clear idea of what we really should be doing when we close read.

Their confusion seemed to mirror my own as I struggled through close reading during the 1st year of CCSS implementation.

Therefore, I was really impressed when the district provided close reading modules for teachers during school year 2012-2013.

Interim Assessments As Brian pointed out, the district takes the PIA (Paced Interim

Assessments) at the end of each unit.

While I remained personally conflicted about the abundance of assessments that our kids took, I had my students look at this assessment as a way of helping me to the help them.

The one standard that seemed to elude us on these assessments was RI 8.1

We finally saw a dramatic improvement during the 4th PIA and this was very comforting because it was right before the DC CAS.

Professional Development Professional Development in the district has been a

mixed bag for several years.

This year finally saw some continuity with teacher training.

I was particularly impressed with a training that I attended in the Spring.

This training addressed the close reading modules and questions that we should ask during close reading to assist students with comprehension

Glows and Grows There was significant growth with our struggling students.

Proficient students retained status.

Several advanced students moved to proficient this year.

An on-demand archive of this webinar will be available at

www.edweek.org/go/webinar in less than 24 hrs.

A Steep Climb: One Classroom’s Journey Into the Common-Core English/Language Arts Standards

Required Reading from Education Week: Common Core: A Steep Climb How school districts move the Common Core State Standards from the central office into classrooms can make or break the undertaking. Education Week spent six months reporting on how the District of Columbia’s vision of the common-core English/language arts standards is being put into practice in one 8th grade classroom. The process is documented in this four-part series. Spotlight on English/Language Arts and the Common Core The Common Core State Standards are beginning to influence English/language arts instruction. This Spotlight focuses on reading and writing across the subjects, a greater emphasis on nonfiction texts, the debate over prereading, and criticisms of the standards.

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